Chapter I

INTRODUCTION

Background of the Study

Music is an integral part of every culture throughout the world and has had

significant influences on our cognitive processes and responses. The effect, music has

on our abilities to learn and recall data depends largely on if the two coincide. The

increasing use of portable data storage devices allows for individuals to stay plugged

into their favorite music wherever they go. (www.academia.edu)

Memory is an important cognitive ability for people of all walks of life and it is

important to find ways to increase memory function or eliminate environmental factors

which may be preventing people from achieving their maximum ability to remember data

and effectively recall it later. It is important for researchers to understand the long-term

effects of music and memory recall with the increased use of portable media devices

and music listening among the population in order to make the appropriate

recommendations. Several studies have been completed to understand the impact

music has on memory by changing various aspects of the music including tempo, tone,

and music type. (www.academia.edu)

Music has been shown to have an effect on memory and learning, but certain

factors do influence the outcome of the results. One area of interest is the Mozart effect,

which is the idea that listening to classical music can increase overall cognitive

performance. Studies like Chabris (1999), have disproven the Mozart effect. Many

others studies have shown that, although the Mozart effect has been disproven,

background music can enhance a persons’ performance on a certain cognitive test.

Some studies like Olsen (1995,1997) showed that an auditory stimulus, and Hallan
(1973), have found that classical pieces of music can improve memory

(www.spinxmusic.com)

As students who are concerned and well-oriented with memorizing formulas this

study sought to determine the Effectiveness of Baroque Music in memorizing different

Mathematical Formulas for Grade 8 students of Princeton Science School – Home of

Young Achievers for SY 2019-2020.

Statement of the Problem

This study ought to determine the effectiveness of integrating baroque music on

memorizing different Mathematical Formulas of grade 8 students between control and

experiment.

Particularly, this study sought to answer the following questions:

1. What are the test results of the of the control group in memorizing different

Mathematical Formulas?

2. What are the test results of the experimental group in memorizing the

Mathematical Formulas by integrating baroque music?

3. Is there a significant difference between the test results of control and

experimental in memorizing different Mathematical Formulas?

Statement of the Hypotheses

1. Listening to Baroque music while memorizing Mathematical formulas is more

efficient than memorizing it in a traditional way.

Significance of the Study

The findings of this study would be beneficial to the following:

 Students. This study is important to students because it can provide them a new

way of memorizing different Mathematical Formula

Teachers. Teachers would be provided with an alternative teaching method

other than the traditional one.

Parents. This can help parents not only Teachers by teaching their children how

to easily memorize the periodic table.

Future Researchers. They can use the results in the conducted research for

the enrichment of their knowledge. This can serve as groundwork for comparable

research to be done in the future. This can give ideas and facts that they may need on

their paper.

Scope and Limitations of the Study

This study was focused on Effectiveness of Classical Baroque Music to

memorizing different Mathematical Formulas of Grade 8 students of Princeton Science

School – Home of Young Achievers.

This study was conducted during SY 2019-2020.

Definition of Terms

Students. This refers to the grade 8 students of Princeton Science School

– Home of Young Achievers for SY:2019-2020

Baroque. Relating to or denoting a style of European architecture, music, and art

of the 17th and 18th centuries that followed mannerism and is characterized by ornate

detail. In architecture the period is exemplified by the palace of Versailles and by the

work of Bernini in Italy. (www.dictionary.com)

Theoretical Framework
 This study was anchored on various theories and insights from some

psychological and educational principles.

The Multiple intelligence theory was proposed by Howard Gardner in

1983.This theory states that the theory of multiple intelligences was developed in 1983

by Dr. Howard Gardner, professor of education at Harvard University. It suggests that

the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr.

Gardner proposes eight different intelligences to account for a broader range of human

potential in children and adults. 

This theory is related to this study because of Logical: Reasoning this is one of

the kinds of intelligence that Howard Gardner propose that deals with memorization,

Mathematical problems and Reasoning.

Cognitive Psychology was proposed by Educational psychologist Jean Piaget

refers to the study of the mind and how we think. If one were to major in cognitive

psychology that person would study attention span, memory, and reasoning, along with

other actions of the brain that are considered a complex mental process.

This theory is related to this study because this theory is the scientific study of

mental processes such as "attention, language use, memory, perception, problem

solving, creativity, and thinking."

Levels of Processing was proposed by Craik & Lockhart, 1972 Fergus Craik

and Robert Lockhart were critical of explanation for memory provided by the multi-store

model, so in 1972 they proposed an alternative explanation known as the levels of

processing effect. According to this model, memories do not reside in 3 stores; instead,

the strength of a memory trace depends upon the quality of processing, or rehearsal, of

a stimulus. In other words, the more we think about something, the more long-lasting the

memory we have of it.

 This theory is related to this study because this theory is mainly about recalling

the things that you’ve memorize and this study is all about memorizing different

Mathematical formulas.
 Conceptual Framework

Experiment
Traditional way of memorizing
different Mathematical formulas

Song

Mnemonics

Discussion

Study A new way of

memorizing
Mathematical Formulas

Figure 1: Effectiveness of Classical Baroque Music in Memorizing Different

Mathematical Formulas for G8 students of Princeton Science School - Home of

Young Achievers for SY 2019-2020

This study tries to determine the: Effectiveness of Baroque Music to memorizing

different Mathematical Formulas for Grade 8 students of Princeton Science School –

Home of Young Achievers for SY 2019-2020.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Related Literature

Ruvinshteyn and Parrino, instructors in math at Essex County College and

Rutgers-Newark, made a three-year research and found out that playing Baroque music

in their classes made a difference. 86 % of students surveyed were entertained in the

class more with Baroque music as their background music whereas 76 % of students

without any music played found the class entertaining. Meanwhile, it was found out that

math was challenging to the students by 33% while playing Baroque music as their

background music. While, 46 % in the class without playing Baroque music found it

challenging. Therefore, it shows that Baroque music enhances the learnings of foreign

languages and improves performance in some types of tests.

According to Dr. Georgi (2014), a renowned Bulgarian psychologist, he stated that

while listening to baroque music and memorizing vocabulary and phrases, students

learned in a fraction of the normal time. In one day, about 1000 words or phrases were

learned and students had an average of 92% retention of what they learned. Another

study done by Dr. Georgi showed that “by using certain Baroque pieces, foreign

languages can be mastered with 85-100% effectiveness in 30 days, when the usual time

is 2 years.” Also, afterwards students would recall the new language with nearly 100%

accuracy. This result is amazing because now foreign languages can be easily

mastered. However, because of this easiness, it made me wonder exactly why does

listening to certain Baroque pieces help us memorize things easier. (www.siofwa.com)

Local Related Literature

Other studies conclude that listening to music before doing an assignment can be

helpful; not only enhancing one’s mental math abilities, it also improves attention and

memory – two things that are useful when studying. In addition to that, anxiety and

depression will be lessened as well. But, the result of music might vary from person to

another. According to a researcher in University of Wales, who studied how the

background music, he said that background music can affect a person’s ability to recall

the lessons they recently studied. He concluded that even though it can be helpful to

some, there are students who find it distracting.

Other studies say that music can affect people’s mood positively, motivating them

to be more productive. But, as mentioned, this does not apply to everyone. Listening to

music can improve one student’s concentration, though others might find it distracting.

(MAPUA, 2016) (mapua.edu.ph)

According to Klemn (2013), some people most especially students, think that

listening to music helps the memory. Historically, those people who support this practice

call this as the “Mozart effect”. Other students, obviously, listen to pop music than the

Mozart. Student are well known for listening to music while they are studying, consumes

cognitive resources and prevents the formation of memory that stay long enough for the

next exam. Because there is so many students who listen to music while studying,

formal researches were recently reported whether it is a good thing or not. These kinds

or researches has been done in Finland, had a scientific rationale. Prior research

showed that listening to music that people considered as enjoyable and the release of

dopamine in the brain got bigger, and dopamine is also known as “feel good”

neurotransmitter. Some research also showed that dopamine encourages learning to

approach rewards, while the lack of dopamine encourages learning of punishments.

 Mitchell (2013) said that the words of a holiday song rise to the surface of the

brain, even after many years have passed by after hearing it. But remembering a bank-

account password can put the mind in a confusion. (academia.edu)

Mathematics is one subject that pervades life at any age and in any

circumstance. Thus, its value goes beyond the classroom and the school. Mathematics

as a school subject, therefore, must be learned comprehensively and with much depth

(Department of Education, 2013).

According to Eye (2001) Music is essential to many of our lives. We listen to it

when waking up, while in transit, at work, and with our friends. For many, music is like a

constant companion. It can bring us joy and motivate us, accompany us through difficult

times, and alleviate our worries. Music is much more than mere entertainment. It has

been a feature of every known human society—anthropologists and sociologists have

yet to find a single culture throughout the course of human history that has not had

music. In fact, many evolutionary psychologists today make the argument that music

predated language. Primitive tribes and religious practices have used music to reach

enlightened states for thousands of years, and Pythagoras used music to heal different

psychological and physical ailments. Currently, cutting-edge scientific research has

shown the effect that music has on the brain, the individual, and society. 

The role of mathematics in our culture and its significance to an individual’s day

to day life has already been given due recognition. It cannot be denied that mathematics

is considered the mother of all learning in both arts and sciences (Andaya, 2014).

The theory that listening to music, specifically classical music, makes people

smarter, was developed in the early 2015s.

 Dubbed by Dr. Gordon Shaw, who conducted research on the brain capacity for

spatial reasoning, was the Mozart Effect.

He developed a model of the brain and used musical notes to represent brain

activity, which resembled that of classical music notes when analyzed along with his

graduate student Xiodan Leng.

This led them to test the results of classical music on college students’ brains. He

reported that a group of college students increased their IQ levels as much as nine

points as a result of listening to Mozart’s “Sonata for Two Pianos in D Major” in year

1993.

When it was reported, the media ran with it, proclaiming that ‘classical music

helps kids become smarter’. This led to the birth of development toys involving classical

music for children, and advice to pregnant women to place headphones on their bellies

for their babies to hear classical music so that they would, purportedly, be born smart.

The Mozart effect was later found to be misleading, and some now call it the Mozart

myth. This is due to a number of reasons. Firstly, college students were only tested on

spatial intelligence, which required them to do tasks such as folding a paper or maze-

solving, which is just one type of intelligence.

Ten years after the theory became wildly popular. A team of researchers

gathered the results from almost 40 studies conducted on the Mozart Effect, and found

very little evidence that listening to classical music really does help performance of

specific tasks. Zero evidence was found if IQ levels can actually increase when listening

to classical music. Therefore, it has not been proven that listening to classical music, or

any music for that matter, actually makes a person smarter or more intelligent.
Foreign Related Studies

A lot of research has been done on the effects of music and sounds on

performance in many areas of study. However, there have been mixed results about

what kind of effects music can have. Musical pleasure was able to influence task

performance, and the shape of this effect depended on group and individual factor.

(Gold B., et al. 2013).

A study conducted by Fassbender (2012), music does have an effect on

memory, music during a study or learning phase hindered memory but increased mood

and sports performance. The objective of this experiment is to find if music can help

memorize different tests like nonsense syllables, numbers and poems with rhyme.

A study that Bulgarian psychologist Georgi Lozanov showed that if you’d been

listening to Baroque music while you hit the books, you could now remember a whole lot

more. You can remember a lot of things or twice as you can remember without listening

to music.

Dr. Lozanov conducted a study in 1966 called it Super learning. In the 1960s, he

found that learning and memorization techniques – particularly concerning language –

were 50 percent more effective when paired with calming Baroque music. By 1966,

students in his classes could learn – and retain – 1,800 words per day. And they left the

classroom invigorated, alert, and stress-free. If you’d like to try it for yourself, pick up

some Baroque music – music from the 16th to 18th centuries. (www.earlytorise.com)

A research study submitted to the faculty College of Liberal Western Mindanao

State by Lilibeth Grifon Chhristie Annie M. Jalaron Audraiza macaraya arlynn Mae

Tangon states that attitudes develop into a guide to their behavior It has been notice that

most school learners are now musically inclined and need to have a better teaching
strategy to facilitate students’ learning abilities is the prime reason why researchers want

to pursue this study. This study focuses on the application of background music in the

classroom setting to find out if providing music in the environment can have a

significance difference in learners’ performance. The influence of music on rates of

learning has been the subject of study for many years.

Research has confirmed that loud, background noise hiders learning

concentration, and information acquisition. Background music is used to provide a

welcoming atmosphere and help prepare and motivate students for learning tasks. It can

energize lagging attention levels or soothe and calm when necessary. Music in the

classroom may have different effects, it may also depend on the existing level of noise at

the school and the surrounding area. (www.paperap.com)

Local Related Studies

As cited by Benito in the study of Cabatay et.al (2011) that mathematics is

learned because of many reasons. Firstly, the mastery of basic mathematical skills is

needed in order to cope with the demand of life. Such demands include being

numerically literate, gaining tools for future employment, developing the prerequisites for

further education, and appreciating the relationship between mathematics and

technology. Secondly, mathematics is the language of the sciences, and many

disciplines depend on this subject as a symbolic means of communication. Thirdly,

mathematics education can play an important part in developing students’ general

decision making and problem – solving skills.

Based on the study of Tiu (2013) explained whether there is a significant

relationship between background music to academic performance of college students.

The relationship was studied based from thirty-five (35) respondents in the Philippines
taken through a survey questionnaire. The data analysis was done using the statistical

software namely: Stata 12th and Gretl. For the data gathering, the proponent used

Google form and Google spreadsheet. Initially, only two out of four variables were

deemed to be significant which were hours listening to music and pop music genre.

However, sex and hours studying were not significant. But after testing the model, the

model was not suffering from any violations.

In the study of Sawali et al. (2018) sought to determine the effects of music in

memorizing the Periodic table. The purpose of this study was to see the results of

music’s efficiency to grade 8 students while memorizing the periodic table whether it

would enhance the brain or if its effect would just be a distraction in memorizing. Fifty-

four grade 8 students were selected to constitute the sample that will determine the level

of performance in "Effectiveness of music in memorizing the periodic table" before and

after the integration of the standardized test in the periodic table. The students were

selected with the used of random sampling. The research was experimental because the

researchers sought to learn the effects of music in memorizing. The results of the test

showed that most students who listened to music get halfway of the total score of sixty

with the percentage of 19.23%. Hence, it was recommended that students use musical

aids or listen to classical music during their self-study schedules at home since it yielded

advantages and benefited to the individual. The educators should also try incorporating

music in their own personal methods since classical music is also proven relaxing to

many individuals. Educational institutions should also be more open about using and

teaching classical music to students who are interested in learning more about it.
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the methodology employed by the researchers in

analyzing and interpreting the data pertaining to the variables of this study.

Research Design

Experimental design is a blueprint of the procedure that enables the researcher

to test his/her hypothesis by reaching out valid conclusions about relationships between

independent and dependent variables. It refers to the conceptual framework within with

in which the experiment is conducted. (Baraceros, 2016)

Experimental design fits the researcher’s research for it will have a controlled

group and experimental group. Wherein the controlled group will have the traditional way

of memorizing while the experimental group will memorize sets of formulas while

listening to Baroque music.

Respondents of the Study

Using Slovin’s formula for extracting the sample from the sampling frame, 57

Grade 8 students were selected randomly using stratified random sampling, out of this,

19 students were equally chosen from Petronas, Pinnacle, and Emirates.

 Table 1. Number of Respondents from Grade 8

Section Number

8-Petronas 19

8-Pinnacle 19

8-Emirates 19

Total 57

Data Gathering Instrument

The researcher used standardized test, pre-test, and post-test dealing on the

Effectiveness of listening to Baroque music in memorizing Mathematical formulas.

Students’ scores to assess Effectiveness of listening to Baroque music in

memorizing Mathematical formulas was described using the scale with range below:

Score Description

11-15 High

6-10 Moderate

0-5 Low

Data Gathering Procedure

Nineteen Grade 8 students from each section were selected from a total of 57 to

constitute the sample that will determine the effect of Baroque music in memorizing

different Mathematical formulas. They were selected using stratified random sampling.
From this selection of samples, the researchers are now available to make the

standardized test about the effects of listening to Baroque music in memorizing different

Mathematical formulas. Upon the approval of the research adviser, the researchers will

now be able to administer the test to the respondents.

The scores obtain in the standardized test were computed with corresponding

average these data were used to determine the effects of listening to Baroque music in

memorizing different Mathematical formulas.

Statistical Treatment of Data

The data collected from the respondents were treated statistically using

descriptive statistics such as the following:

1. Mean

x
x́=∑
n

Where:

x́ is the mean

∑ x is the sum of scores

n is the number of respondents

2. T-test for independent means

∑D
t= n ∑ D 2 − ( ∑ D 2)
√ n−1

Where:

∑ D is the sum of all the individuals’ post-test score difference

 ∑ D 2 is the sum of all individuals’ pre-test core difference squared
n is the number of observations

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data in the study from the Grade 8 students in

Princeton Science School – Home of Young Achievers. These were analyzed and

interpreted as follows:

1. Test results of Grade 8 students after memorizing different Mathematical

Formulas without music

Table 1.1 reflects the test results of Grade 8 students after memorizing different

Mathematical formulas without music

It can be noted that class intervals 6-10 (rank 1) got the highest percentage of

8.69% while class interval 0-5 (rank 2) got the lowest percentage of 5 %.

The mean score of the Grade 8 students is 8.43, described as High.

Most of the students got a score of 8 because they tend to focus more on memorizing

the given formulas.

Table 1.1 Test results of Grade 8 students after memorizing different Mathematical

Formulas without music

Scores Frequency Percentage Rank

0–5 2 5 2

26
6 – 10 8.69 1

Total: 28 96%

Mean score: 8.43 Description: High

2. Test results of Grade 8 students after memorizing different Mathematical

Formulas with music

Table 1.2 reflects the test results of Grade 8 students after memorizing different

Mathematical formulas with music

It can be noted that class intervals 6-10 (rank 1) got the highest percentage of

9.59 % while class interval 0-5 (rank 2) got the lowest percentage of 0%.

The mean score of the Grade 8 students is 9.59, described as High.

Most of the students got a score of 10 Their brains relax while listening to baroque music

because that music has a positive effect on learning and memory so the tendency of it

is, they can focus on memorizing the formulas that was given to them.
 Table 1.2 Test results of Grade 8 students after memorizing different

Mathematical Formulas with music

Scores Frequency Percentage Rank

0–5 0 0 2

29
6 – 10 9.59 1

Total: 29 100%

Mean score: 9.59 Description: High

3. T-test Analysis between the Test Results of Grade 8 Students in

Mathematics after integrating Classical Baroque Music

Table 3 presents the T-test analysis on the mean difference between the test

results of Grade 8 students after integrating classical baroque music.

Since the computed p-value of 0.00004 is less than the critical p-value of 0.05 at

0.05 level of significance using 53 degree of freedom, reject the null hypothesis.

Therefore, there is a significant difference between students’ test results in Mathematics

after integrating classical baroque music.

Table 3. T-test Analysis between the Test Results of Grade 8 Students in

Mathematics after integrating Classical Baroque Music

Computed Critical p-value

Variables Result
p-value (0.05)
 With music
0.00004 0.05 Significant
Without music

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The purpose of this chapter is to summarize the study that was conducted.

Included in this summary are a review of the purpose of the study and a summary of the

study results, conclusions and recommendations for further research and possible

studies conclude this chapter.

Summary of Findings

1. Test results of Grade 8 students after memorizing different Mathematical

Formulas without Music.

The composite means of 8.43, described as high level, implies that most of the

students got a score of 8. This is because they tend to focus more on memorizing the

given formulas.

2. Test results of Grade 8 students after memorizing different Mathematical

Formulas without Music.

The composite means of 9.59, described as high level, implies that most of the

students got a score of 10. This is because their brains relax while listening to Baroque

music because that music as a positive effect on learning and memory so the tendency

of it is, they can focus on memorizing the formulas that was given to them.

3. T-test Analysis between the Test Results of Grade 8 Students in

Mathematics after integrating Classical Baroque Music

 Since the computed p-value of 0.00004 is less than the critical p-value of 0.05 at

0.05 level of significance using 53 degree of freedom, reject the null hypothesis.

Therefore, there is a significant difference between students’ test results in Mathematics

after integrating classical baroque music.

Conclusions

The following conclusions were drawn from the findings:

1. The test results of the control group were low.

2. The test results of the experimental group were high.

3. There is a significant difference between the score of the controlled group and

experimental group.

Recommendations

Based on the foregoing conclusions, the researchers recommend the following:

1. Students will have a better way and effective way of memorizing different

mathematical formulas while listening to Baroque music.

2. The teachers will have a new method on letting the students memorize

Mathematical formulas by asking them to listen to baroque music while

memorizing.

3. Parents can help their children in memorizing different Mathematical formulas

while listening to Baroque music.

4. Future Researchers, who have a research topic related with this study, they must

dig deeper into this research topic, as this kind of study varies in every

generation. They must also try this study to the other grade to determine the

effectiveness to the other grades.